摘要
我国第一轮本科教学工作水平评估事实上存在着一个基本假设:良好的条件和规范的过程可以保证质量。其立论基础在于:政府对本科教学工作管理体现的政治价值和评估促使教学工作回到"教育本身"体现的教育价值,体现出评估基本假设的合目的性;评估实践和颇具典型的西南联大办学实践,体现出评估基本假设的某些合规律性。但也需注意大学是一个开放的复杂巨系统,评估基本假设中的因果联系具有非线性、混沌性,即追求条件与结果的一一对应并不是科学的,更应避免其超范围使用。评估下一步健康发展的着眼点在于逐步逼近对质量的评估,并建立新的分层分类评估的基本假设体系。
There is a basic assumption underlying our first round of Undergraduate Teaching Assessment(UTA),that is,appropriate conditions and regulation would guarantee good quality.Considering the importance government attaches to school administration,advocacy of 'back to education itself'in UTA,and our successful assessment experiences in the past,such an assumption sounds desirable and reasonable.However,as the university has become a complicated,large-scale open system,the above-mentioned assumption about the linear cause-result relationship in UTA is actually something unscientific and partially true.What should be done next for the healthy development of UTA,is to focus on the real quality of teaching and develop a new set of assumptions for stratified and classified assessment practice.
出处
《现代大学教育》
CSSCI
北大核心
2009年第3期98-105,共8页
Modern University Education
基金
教育部人文社科规划课题“我国本科教育特色现状与战略研究”,项目编号:08JA880049
国家社科基金课题“社会问责视野中的我国高等教育质量保障体系有效性研究”,项目编号:BLA080027
中国高等教育学会“十一五”规划课题“我国本科教学特色与国家高等教育科学发展观战略关系的研究”,项目编号:06AIL0100004
关键词
本科教学
第一轮本科教学评估
基本假设
质量
undergraduate teaching
the first round Undergraduate Teaching Assessment(UTA)
basic assumptions
quality
